Description

Final Test Dikha Danar Wijanarko Principles on Languages Testing 2201411016 409-410 A. REMEMBERING Recalling information (recognizing, listing, describing, retrieving, naming, finding) Retrieve knowledge from long0term memory. Locating knowledge in long-term memory that is consistent with presented material. Retrieving relevant knowledge from long-term memory. Objective: After finishing materials of like and dislike expression, the students are able to recognize the correct simple expression of like and dislike by achieving 90 scores from rubric. Sample item type: Same vs Different: Directed Comparison Instruction : You will hear one sentence. Indicate which sentence is exactly the same as the sentence you listened. Items : 1. The students listen: Do you like swimming? Answer sheet a. Do you like sweeping? b. Do you like swimming? c. Did you like swimming? d. Did you like sweeping? 2. The students listen: I dislike fishing Answer sheet a. I like fishing b. I likes fishing c. I dislikes fishing d. I dislike fishing

3. The students listen: What do you like? Answer sheet a. What did you like? b. Did you like? c. What do you like? d. Do you like? 4. The students listen: She hates cheating Answer sheet a. He hates cheating b. She hates cheating c. She hate cheating d. He hate cheating 5. The students listen: My father doesn’t like drinking coffee Answer sheet a. My father doesn’t like drinking coffee b. My father doesn’t likes drinking coffee c. My father don’t like drinking coffee d. My father don’t likes drinking coffee B. UNDERSTANDING Explaining ideas or concepts (interpreting, summarizing, paraphrasing, classifying, explaining) Construct meaning from instructional messaging, including oral, written, or graphic communication Changing from one form of representation to another Finding a specific example or illustration of a concept or principles Determining that something belongs to a category Abstracting a general theme or major point(s)

Drawing a logical conclusion from presented information Detecting correspondences between two ideas, objects, and the like Constructing a cause and effect model of system Objective: After finishing this material, the students are able to understand the meaning of the passage that has been given appropriately with no errors and get 100 scores from rubric. Sample item type: Passage Comprehension: True-False Format Instruction: You will hear the passage once. Then you will hear a series of sentences each read only once. Listen carefully to each sentence and determine whether according to the passage, it is true or false. Indicate your answer as follows: A= true, B= false Items: Australia Navy Drives Boat People into Indonesian Waters The Australian navy has driven illegal immigrants from Africa and the Middle East into Indonesian waters, an Indonesian police officer said in Kupang, East Nusa Tenggara, on Monday. The 45 boat people, including nine women, were from Sudan, Eritrea, Somali, Ghana, Egypt, Yemen and Lebanon. As they were about to enter Australian waters on Monday, they were immediately forced into Indonesian waters, Rote Ndao Police chief Adj. Sr. Comr. Hidayat said. Hidayat said that local police picked them up after they became stranded on nearby islands. They have been taken into police custody in Rote Ndao, Hidayat said as reported by Antara news agency. The Australian navy provided the illegal immigrants with life vests and communication equipment before repelling them into Indonesian waters, one of the boat people told Hidayat. Source: http://www.thejakartapost.com/news/2014/01/06/australia-navy-drives-boat-people- indonesian-waters.html

1. An Indonesian officer said the incident on Sunday (….) 2. Local police picked them up on nearby islands. (….) 3. Hidayat is the police officer of Indonesia. (….) 4. There are 45 boat people including nine women from many countries. (….) 5. Sudan is one of the countries that the people come from. (….) C. APPLYING Using information in another familiar situation (implementing, carrying out, using, executing) Applying a procedure to a familiar task Applying a procedure to an unfamiliar task Objective: After finishing this material, the students are able to decide the appropriate response according to the dialog that has been listened by achieving 100 scores from rubric. Sample item: Conversations-type tests: Brief Dialog Instruction: You will hear a brief dialog. Decide whether the last response is appropriate or in appropriate. Indicate your answer as follows: A= appropriate, B= inappropriate. Items: 1. X: When did you buy the book? Y: I bought the book in the book store. (….) 2. X: How do you do? Y: I am fine thanks, and you? (….) 3. X: Do you like playing badminton? Y: Yes, I do. (….) 4. X: Thank you for driving me home, Tom. Y: No, thanks. (….) 5. X: Do you mind to help me? Y: No, I do not. (….)

D. ANALYSING Breaking information into parts to explore understandings and relationships (comparing, organizing, deconstructing, interrogating, finding) Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose Distinguishing relevant from irrelevant parts or information from unimportant parts of presented material Determining how elements fit or function within structure Determine a point of view, bias, values, or intent underlying presented materials. Objective: After finishing this material, the students are able to decide the appropriate situation by focusing on the picture that has been given with no errors by achieving 100 scores from the rubric. Sample item: Multiple Item Picture: Fill-in Format Instruction: You will hear a series of sentences once about the picture that is shown. Listen carefully and choose the correct sentences that you heard with the picture that you seen. Indicate your answer with A, B, C, or D. Items: 1. a. The workers are above the ground b. The construction workers are having lunch c. The builders are making a brick building d. The workers don’t need hard hats

2. a. A half to five b. A quarter past five c. A quarter to five d. A half past five 3. a. Both people are standing up b. The doctor is talking with the patient c. The patient is younger than the doctor d. The doctor is listening to the patient’s heart 4. K

a. The scientist are discussing an experiment b. The people are in a laboratory c. The people are using safety equipment d. The technicians are sitting together 5. a. The mechanic is beside the automobile b. The mechanic is looking at the engine c. He is working on the car in the street d. The mechanic is checking the computer data E. EVALUATING Justifying a decision of course of action Make judgment based on criteria and standards Detecting inconsistencies or fallacies, within process or product, determining whether a process or product has internal consistency; detecting the effectiveness of a procedure as it is being implemented Detecting inconsistencies between a product has external consistency; detecting the appropriateness of a procedure for a given problem. Objective: After finishing this material, the students are able to increase their knowledge by detecting the appropriate picture based on the characteristic of it with no errors by achieving 100 from the rubric.

Sample item: Multiple Item Pictures: ABCD Format Instruction: You will hear the information of the animal description in English once. Listen carefully and decide which picture is matched with the description. Mark the corresponding letter, A, B, C, or D, on your answer sheet. Items: The students listen: 1. The animal which has a comb in its head and small beak. 2. It lives along the meadow in Africa. 3. It is a dangerous animal with a deadly poison. 4. It is the only mammal which lives in the sea. 5. Its skin is slick and scaly. Answer sheet: A B C D

F. CREATING Generating new ideas, products, or ways of viewing things (designing, constructing, planning, producing, inventing) Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure Coming up with alternative hypotheses based on criteria Devising a procedure for accomplishing some task Inventing a product Objective: After finishing this material, the students are able designing a dialogue by using their own thinking with no errors by achieving 100 scores from the rubric. Sample item: Interpreting Specific Information: Fill-in Format Instruction: You will hear a certain conversation situation between two people once. Listen carefully and creating your own brief dialogues text according to the situation that has been given. Do it in pairs with your partner. Items: The students listen to the situation: 1. John and Tom will go to the movie together, but Tom confirms that he finally cannot come because he gets an accident. 2. Suzy and her boyfriend are in a bad condition. Suzy wants to break with her boyfriend immediately. 3. Mr. Budi bought a new bicycle to Andi. Andi is very happy and he will say thanks to his father. 4. There is a beautiful dress which is sold in the market. Yunita asked her mother to buy her that dress. 5. Jack damages Boy’s mobile phone unintentionally. He plans to apologize and promise to replace it with the new ones.

Bloom's Taxonomy Blooms Digitally | Tech Learning

An Analysis of the Tenth Grade English Language Textbooks ...

The sample of the study consisted of the Tenth grade English language textbooks ... listening materials ... Based on Bloom’s Taxonomy of Educational ...Read more

These presentations are classified and categorized, so you will always find everything clearly laid out and in context.
You are watching BOY Assessment presentation right now. We are staying up to date!